About this unit: This is a ten-lesson unit of English work based on the reading and writing of a non-chronological report. It is intended for Upper Key Stage 2. This Unit follows the 2014 National Curriculum objectives which are outlined below. The English objectives covered by this unit are highlighted in yellow. The ten lessons in this unit allow children to explore, discuss and understand a non-chronological report. During the first week, children will explore a non-chronological report based on rainforests in Australia. Through guided and shared activities children will write their own version of this text ensuring they have included the correct language and organisational features. In the second week, children will carry out their own research into another rainforest in the world. Children will then apply what they have learned in the first week and plan, write and edit a non-chronological report based on the rainforest location of their choice and then they will write a non-chronological report independently. What is included? • A sheet with the National Curriculum English objectives for Y5/6 which are highlighted to help track and assess the progress of the class; to track coverage of the English curriculum and to show what objectives the unit covers. • NEW Printable child-friendly learning objectives for children’s books. • Non-chronological report planning for 10 days including possible geography cross-curricular links. • NEW Now includes a PowerPoint containing the lesson structure and learning activities for all 10 lessons of the unit which can be presented to the children. The PowerPoint design and content can be adjusted to suit the needs of a class. • A non-chronological report about rainforests in Australia which includes details of the general location of rainforests of the world in relation to the equator, Tropic of Cancer and the Tropical Capricorn; the location of Australia’s rainforests; information about what makes a rainforest unique and information about the plants and animals found in Australia’s rainforests. • A non-chronological report about rainforests in Australia that has been simplified for lower-achieving children. • A glossary for the non-chronological report about rainforests in Australia. • Boxing-up plan for the non-chronological report about rainforests in Australia (differentiated on two levels). • Success Criteria for non-chronological reports (differentiated on three levels but a writing frame is included for lower-achieving children). • Non-chronological report about rainforests in Australia writing frame for lower-achieving children. • Boxing-up plan for research into the child’s own independently researched rainforest location (differentiated on three levels).

About this unit: This is a ten-lesson unit of English work based on the reading and writing of a non-chronological report. It is intended for Lower Key Stage 2. This unit follows the 2014 National Curriculum objectives which are outlined below. The English objectives covered by this unit are highlighted in yellow. The ten lessons in this unit allow children to explore, discuss and understand a non-chronological report. During the first week children will explore a non-chronological report based on the Sydney Harbour Bridge. Through guided and shared activities children will write their own version of this text ensuring they have included the correct language and organisational features. In the second week, children will carry out their own research about the Golden Gate Bridge in San Francisco or another famous landmark of their choice. Children will then apply what they have learned in the first week and plan, write and edit a non-chronological report based on their own research and then they will write a non-chronological report independently. What is included? • A sheet with the National Curriculum English objectives for Y3/4 which are highlighted to help track and assess the progress of the class; to track coverage of the English curriculum and to show what objectives the unit covers. • NEW Printable child-friendly learning objectives for children’s books. • Non-chronological report planning for 10 days including possible art and design and geography cross-curricular links. • NEW Now includes a PowerPoint containing the lesson structure and learning activities for all 10 lessons of the unit which can be presented to the children. The PowerPoint design and content can be adjusted to suit the needs of a class. • A non-chronological report about the Sydney Harbour Bridge which includes details about the location of the Sydney Harbour Bridge; the history of its construction; information on tourism at the Sydney Harbour Bridge including the bridge climb and the New Year’s Eve fireworks which take place at the Sydney Harbour Bridge. • A non-chronological report about the Sydney Harbour Bridge that has been simplified for lower-achieving children. • A glossary for the non-chronological report about the Sydney Harbour Bridge. • Boxing-up plan for the non-chronological report about the Sydney Harbour Bridge (differentiated on two levels but a writing frame is included for lower-achieving children). • Success Criteria for non-chronological reports (differentiated on three levels). • Non-chronological report about the Sydney Harbour Bridge writing frame for lower-achieving children. • Boxing-up plan for children’s independent research about the Gold Gate Bridge in San Francisco (differentiated on three levels). Please Note: The Sydney Harbour Bridge: Non-Chronological Report Planning for Year 5/6 is also available on TES.

About this unit: This is a fifteen-lesson unit of English work based on the reading and writing of a discussion. It is intended for Lower Key Stage 2. This unit follows the 2014 National Curriculum objectives which are outlined below. The English objectives covered by this unit are highlighted in yellow. The fifteen lessons in this unit allow children to explore, discuss and understand writing based on a discussion text. During the first week children will prepare and participate in a debate: ‘Should Animals be Kept in Zoos?’ In the second week, children will discuss, plan and write a discussion based on the discussion text: ‘Should Animals be Kept in Zoos?’ Through guided and shared activities children will write their own version of this text ensuring they have included the correct language and organisational features appropriate to a discussion text. In the third week, children will write another discussion text based on the arguments for and against eating meat. Children will then apply what they have learned in the second week to plan, write and edit a discussion based on the arguments for and against eating meat and children will write this discussion independently. To end the unit children participate in another debate: ‘Should Humans Eat Meat?’

The National Curriculum states that children should be taught to identify seasonal and daily weather patterns in the United Kingdom and the location of hot and cold areas of the world in relation to the equator and the North and South Poles. In this lesson children learn about different extreme weather events and how they can affect people’s daily lives. Children watch YouTube clips of extreme weather events around the world and locate them on a world map. What is included? PowerPoint for the lesson. Extreme weather vocabulary labels. Extreme weather photographs depicting a heatwave, hurricane, tornado, gales, flooding and a blizzard. ‘How does extreme weather affect people’s daily lives?’ Spider diagram. Links to appropriate YouTube videos depicting extreme weather events for the above. Map of the world for children to label location of extreme weather events (differentiated on three levels). Extreme weather picture sheet for children to complete. Files included: Extreme Weather: Single Lesson for Year 1/2 PDF file. Extreme Weather: Single Lesson for Year 1/2 Lesson PowerPoint.

About this unit: This is a ten-lesson unit of English work based on the reading and writing of an explanation text. It is intended for Upper Key Stage 2. This unit follows the 2014 National Curriculum objectives which are outlined below. The English objectives covered by this unit are highlighted in yellow. The ten lessons in this unit allow children to explore, discuss and understand an explanation text. During the first week children will explore ‘How does a Hot Air Balloon Fly?’ which is an example of explanation text linked to ‘Forces’ which year 5 children learn about in science. Through guided and shared activities children will write their own version of this text ensuring they have included the correct language and organisational features. In the second week, children will research ‘How does a Plane Fly?’ Children will then apply what they have learned in the first week and plan, write and edit an explanation text about ‘How does a Plane Fly?’ which they will write independently. What is included? • A sheet with the National Curriculum English objectives for Y5/6 which are highlighted to help track and assess the progress of the class; to track coverage of the English curriculum and to show what objectives the unit covers. • NEW Printable child-friendly learning objectives for children’s books. • Explanation planning for 10 days including possible science cross-curricular links. • NEW Now includes a PowerPoint containing the lesson structure and learning activities for all 10 lessons of the unit which can be presented to the children. The PowerPoint design and content can be adjusted to suit the needs of a class. • ‘How does a Hot Air Balloon Fly?’ Explanation text. • ‘How does a Hot Air Balloon Fly?’ Technical words glossary. • Hot air balloon annotated diagram. • Hot air balloon annotated diagram and explanation (for lower-achieving children). • Text analysis for ‘How does a Hot Air Balloon Fly?’ Explanation text (for higher-achieving children). • Boxing-up plan for ‘How does a Hot Air Balloon Fly?’ (differentiated on three levels). • Success criteria for an explanation text (differentiated on three levels). • Writing frame for lower-achieving children for ‘How does a Hot Air Balloon Fly?’ • ‘How does a Plane Fly?’ Diagram. • Boxing-up plan for ‘How does a Plane Fly?’ (differentiated on three levels). • Writing frame for lower-achieving children for ‘How does a Plane Fly?’ • Instructions for ‘How to Pack a Hot Air Balloon Away.’

The National Curriculum states that Children should be taught to identify seasonal and daily weather patterns in the United Kingdom and the location of hot and cold areas of the world in relation to the equator and the North and South Poles. Children should also be taught to use world maps, atlases and globes to identify the United Kingdom and its countries, as well as the countries, continents and oceans studied at this key stage. In this lesson children will learn about desert regions across the world. Children will use a world map to locate fifteen deserts across the world’s continents. Children will participate in a desert regions quiz all about the location of the deserts and their climate. Children will visualise and draw what they think a desert looks like. Children will then look at photographs of the Gobi Desert, Sahara Desert and the Sonoran Desert and discuss their similarities and differences. Children will record facts about meercats and the saguaro cactus which are animals and plants found in desert climates. What is included? Complete lesson plan. PowerPoint for the lesson. World map with desert locations labelled. Location of deserts activity sheet. Desert regions quiz! Photographs of the Sahara Desert, Gobi Desert and Sonoran Desert. Draw a desert activity sheet. Links to YouTube videos about meercats. Meercats facts sheets (class version and extension version for higher-achieving children). Links to YouTube videos about the saguaro cactus. Saguaro cactus facts sheets (class version and extension version for higher-ability children). Files included: Desert Regions: Single Lesson for Year 1/2 Lesson Plan in a PDF file. Desert Regions: Single Lesson for Year 1/2 Lesson PowerPoint.

The National Curriculum states that children should be taught to name, locate and identify characteristics of the four countries and capital cities of the United Kingdom and its surrounding seas. Children should also be taught to use basic geographic vocabulary to refer to key physical features including: beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season and weather. This lesson enhances children’s knowledge of geographical vocabulary referring to the seaside. A picture of a coastline is used as a stimulus to build children’s knowledge of such vocabulary. Children consolidate their knowledge of the countries of the United Kingdom and learn to identify the names of the seas and oceans that surround the United Kingdom. Children label the locations of the seas and oceans on a map of the United Kingdom. What is included? PowerPoint for the lesson. Coast picture to discuss geographical vocabulary. Coast picture activity for children to complete based on discussed geographical vocabulary (differentiated on three levels). Map of the United Kingdom with labelled countries, cities, seas and oceans. Outline of map of United Kingdom for children to label countries, seas and oceans (differentiated on three levels). Files Included: The United Kingdom Coasts, Seas and Oceans: Single Lesson for Year 1/2 PDF File. The United Kingdom Coasts, Seas and Oceans Lesson PowerPoint.

The National Curriculum states that children should be taught to use basic geographical vocabulary to refer to key human features, including: city, town, village, factory, farm, house, office, port, harbour and shop. Children should be taught to use aerial photographs and plan perspectives to recognize landmarks and basic human and physical features; devise a simple map; and use and construct symbols in a key. In this lesson children learn about villages, towns and cities including what they are and the differences between them. Children complete a quiz based on these differences. Children learn about the human features and natural features of a local village. Using Google Earth children identify the human and natural features of the village. Children learn about the different kinds of facilities available to people in towns. Children use Google Earth to identify the facilities in a town. Children carry out research into major city landmarks including Buckingham Palace, Eiffel Tower and Statue of Liberty.

The National Curriculum states that children should be taught to identify seasonal and daily weather patterns in the United Kingdom and the location of hot and cold areas of the world in relation to the equator and the North and South Poles. In this lesson children will identify the four different seasons of the United Kingdom. Children will order these seasons, identify the weather patterns during the seasons and also think of seasonal activities that distinguish each season. Children will take part in a learning walk around the school grounds where they will identify seasonal clues and record them using recording devices and work sheets. What is included? Full lesson plan. PowerPoint for the lesson. Seasons diagram. Four seasons activity sheet for lower-achieving children. Four seasons activity sheets for average-achieving children. One for autumn, winter, spring and summer. Four seasons activity sheet for higher-achieving children. Which season are we in now? Exploration of school grounds to find seasonal clues. Which season are we in now? Sheet for showing photographs for children’s books. Files Included: The Four Seasons: Single Lesson for Year 1/2 PDF file. The Four Seasons: Single Lesson for Year 1/2 Lesson PowerPoint.

The National Curriculum states that Children should be taught to identify seasonal and daily weather patterns in the United Kingdom and the location of hot and cold areas of the world in relation to the equator and the North and South Poles. In this lesson children learn about the difference between the weather and climate. Children create their own weather symbols and use them to record their observations of the weather over the course of a week. Children also record the temperature, wind direction, cloud type and rainfall. Children present their findings in a short video. Children use information to forecast the weather in their locality and in another part of the United Kingdom. What is included? PowerPoint for the lesson. Difference between weather and climate activity. Weather symbols sheet Weather symbols design sheet for higher-achieving children and middle-achieving children. Weather symbols design sheet for lower-achieving children. Daily weather pattern recording activity. Daily weather pattern recording activity extension for higher-achieving children. Cloud chart Cloud identifying activity. Weather forecast activity notes sheets. NOT INCLUDED but could be used in this lesson: Thermometer, hand-held weathervane, measuring jugs and an iPad/recording device. Files included: Recording and Forecasting the weather: Single Lesson for Year 1/2 PDF File Recording and Forecasting the Weather Lesson PowerPoint.

The National Curriculum states that children should be taught to use basic geographical to refer to key physical features, including beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season and weather. Also children should be taught to use world maps, atlases and globes to identify the United Kingdom and its countries, as well as the countries, continents and oceans studied at this key stage. In this lesson children learn about the physical geographical vocabulary associated with coasts using photographs of the coasts. Children participate in a quiz about the coasts. Using Google Earth children investigate which countries have coasts and which countries are landlocked. Children research which animals live near the coast in the United Kingdom. What is included? Complete lesson plan. PowerPoint for the lesson. Photographs of coastlines in the United Kingdom. Coastlines activity sheet for mixed-ability children. Coasts Quiz! Coastlines of the world activity (differentiated on three levels). What animals live on the coast? Children complete fact files for an animal of their own choice (class version and extension for higher-achieving children). Files included: Coasts Meet the Sea: Single Lesson for Year 1/2 Lesson Plan PDF File. Coasts Meet the Sea: Single Lesson for Year 1/2 Lesson PowerPoint.

About this unit: This is a ten-lesson unit of English work based on the reading and writing of a non-chronological report. It is intended for Lower Key Stage 2. This unit follows the 2014 National Curriculum objectives which are outlined below. The English objectives covered by this unit are highlighted in yellow. The ten lessons in this unit allow children to explore, discuss and understand a non-chronological report. During the first week, children will explore a non-chronological report based on rainforests in Australia. Through guided and shared activities children will write their own version of this text ensuring they have included the correct language and organisational features. In the second week, children will carry out their own research into another rainforest in the world. Children will then apply what they have learned in the first week and plan, write and edit a non-chronological report based on the rainforest location of their choice and then they will write a non-chronological report independently. What is included? • A sheet with the National Curriculum English objectives for Y3/4 which are highlighted to help track and assess the progress of the class; to track coverage of the English curriculum and to show what objectives the unit covers. • NEW Printable child-friendly learning objectives for children’s books. • Non-chronological report planning for 10 days including possible geography cross-curricular links. • NEW Now includes a PowerPoint containing the lesson structure and learning activities for all 10 lessons of the unit which can be presented to the children. The PowerPoint design and content can be adjusted to suit the needs of a class. • A non-chronological report about rainforests in Australia which includes details of the general location of rainforests of the world in relation to the equator, Tropic of Cancer and the Tropical Capricorn; the location of Australia’s rainforests; information about what makes a rainforest unique and information about the plants and animals found in Australia’s rainforests. • A non-chronological report about rainforests in Australia that has been simplified for lower-achieving children. • A glossary for the non-chronological report about rainforests in Australia. • Boxing-up plan for the non-chronological report about rainforests in Australia (differentiated on two levels). • Success Criteria for non-chronological reports (differentiated on three levels but a writing frame is included for lower-achieving children). • Non-chronological report about rainforests in Australia writing frame for lower-achieving children. • Boxing-up plan for research into the child’s own independently researched rainforest location (differentiated on three levels). Please Note: Rainforests in Australia: Non-Chronological Report Planning for Year 5/6 is also available on TES.

About this unit: This is a fifteen-lesson unit of English work based on the reading and writing of a discussion. It is intended for Upper Key Stage 2. This unit follows the 2014 National Curriculum objectives which are outlined below. The English objectives covered by this unit are highlighted in yellow. The fifteen lessons in this unit allow children to explore, discuss and understand writing based on a discussion text. During the first week children will prepare and participate in a debate. A petition has been submitted to Lakeview Council which was organised by animal welfare officers. Children discuss and take part in hot seating activities to understand the viewpoints of different stakeholders. After these activities children prepare and participate in a debate on whether or not to close the zoo permanently. In the second week, children will discuss, plan and write a discussion based on the outcome of the debate. An e-mail has been sent from Lakeview Council informing Lakeview Zoo of its decision. Through guided and shared activities children will write their own version of this text ensuring they have included the correct language and organisational features appropriate to a discussion text. In the third week, children will write another discussion text based on the arguments for and against eating meat. Children will then apply what they have learned in the second week to plan, write and edit a discussion based on the arguments for and against eating meat and children will write this discussion independently.

About this unit: This is a fifteen-lesson unit of English work based on persuasive writing. It is intended for Lower Key Stage 2. This unit follows the 2014 National Curriculum objectives which are outlined below. The English objectives covered by this unit are highlighted in yellow. The fifteen lessons in this unit allow children to explore, discuss and understand persuasive writing. During the first week children will prepare and participate in a debate: ‘Should Animals be Kept in Zoos?’ In the second week, children will discuss, plan and write a piece of persuasive writing based on the persuasive writing text: ‘Should Animals be Kept in Zoos?’ Through guided and shared activities children will write their own version of this text ensuring they have included the correct language and organisational features appropriate to a piece of persuasive writing. In the third week, children will write another persuasive writing text based on whether humans should eat meat. Children will then apply what they have learned in the second week to plan, write and edit a piece of persuasive writing based on whether humans should eat meat and children will write their persuasive writing independently. To end the unit children will participate in another debate: ‘Should Humans Eat Meat?’

About this unit: This is a ten-lesson unit of English work based on the reading and writing of a non-chronological report. It is intended for Lower Key Stage 2. This unit follows the 2014 National Curriculum objectives which are outlined below. The English objectives covered by this unit are highlighted in yellow. The ten lessons in this unit allow children to explore, discuss and understand a non-chronological report. During the first week children will explore a non-chronological report based on the koala which is an amazing animal living in Australia! Through guided and shared activities children will write their own version of this text ensuring they have included the correct language and organisational features. In the second week, children will carry out their own research into an Australian animal of their own choice. Children will then apply what they have learned in the first week and plan, write and edit a non-chronological report based on the Australian animal that they have chosen and then they will write a non-chronological report independently. Alternatively, in the second week, children could focus on a mammal living in the United Kingdom. This would allow children to explore the similarities and differences between the two animals in science lessons. What is included? • A sheet with the National Curriculum English objectives for Y3/4 which are highlighted to help track and assess the progress of the class; to track coverage of the English curriculum and to show what objectives the unit covers. • NEW Printable child-friendly learning objectives for children’s books. • Non-chronological report planning for 10 days including possible science cross-curricular links. • NEW Now includes a PowerPoint containing the lesson structure and learning activities for all 10 lessons of the unit which can be presented to the children. The PowerPoint design and content can be adjusted to suit the needs of a class. • A non-chronological report about the koala which includes details about the appearance, habitat, diet and lifecycle of the koala. Also threats to the koala are outlined. • A non-chronological report about the koala that has been simplified for lower-achieving children. • A glossary for the non-chronological report about the koala. • Boxing-up plan for the non-chronological report about the koala (differentiated on two levels but there is a writing frame for lower-achieving children). • Non-chronological report about the koala writing frame for lower-achieving children. • Success Criteria for non-chronological reports (differentiated on three levels). • Flexible boxing-up plan for independent research into an Australian animal or an animal living in the United Kingdom (differentiated on three levels). Please Note: Koala: Non-Chronological Report Planning for Year 5/6 is also available on TES!

The platypus quiz contains 30 questions relating to the platypus including its appearance, habitat, life cycle and adaptations. A script for the teacher including the questions and answers is included. The quiz is presented in two ways: As a PowerPoint for whole class participation; As a set of 30 quiz cards intended for a pair-share starter activity where children answer the questions and then swap cards. This process is then repeated until they have answered several questions each. National Curriculum links: Science: Year 3/4/5: Animals, including humans; Year 4/5/6: Living things and their habitats; Year 6: Evolution and inheritance.

The National Curriculum expectations in Geography in Key Stage 1 state that children need to be able to identify the world’s oceans and continents as well as being able to use maps and globes. This single lesson allows children to identify the world’s oceans and continents and label them on a globe and on a world map fulfilling the National Curriculum requirements. What is included? Full lesson plan outlining curriculum and lesson objectives. Full lesson PowerPoint. Labels for the seven continents. Labels for the five oceans. Toss the globe activity sheet for children’s books. Oceans and continents quiz which can be included in children’s books. Shapes of the continents reference guide. World map activity for children to complete by labelling the oceans and continents (differentiated on three levels).

The National Curriculum states that children should be taught to name and locate counties and cities of the United Kingdom, geographical regions and their identifying human and physical characteristics, key topographical features (including hills, mountains, coasts and rivers, and land-use patterns); and understand how some of these aspects have changed over time. Children should also be taught how to use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied. In this lesson children learn about the cities of the United Kingdom. Prior learning from key stage 1 is revised including the capital cities of the four nations. Children participate in a cities of the UK quiz which can either be presented in paper form or used for the basis of a ‘Corners Game’. Children use google maps or an atlas to find cities in the UK and plot their location on a blank map of the UK. Children identify landmarks of cities in the United Kingdom and then children create fact files on landmarks in the UK and/or a city in the UK of their own choice.

he National Curriculum states that Children should be taught to use basic geographical to refer to key physical features, including beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season and weather. Also children should be taught to use world maps, atlases and globes to identify the United Kingdom and its countries, as well as the countries, continents and oceans studied at this key stage. Children should be taught to use simple compass directions (North, South, East or West) and locational and directional language for example: near and far; left and right, to describe the location and features and routes on a map. In this lesson children will learn about rivers in the United Kingdom. Firstly, children learn about the course of a river and label a simple diagram. Children will then participate in a quiz about rivers which tests children’s knowledge about the features of the course of a river. Children will then name and locate some of the rivers in the United Kingdom before learning about some of the animals that live in or around a river. What is included? *** Complete lesson plan.** PowerPoint for the lesson. Labelled course of a river diagram (differentiated on three levels) Course of a river extension questions for higher-achieving children. Rivers quiz! Photographs of rivers in the United Kingdom and fact cards. Animals that live in rivers: links to YouTube videos. Animals that live in rivers: fact sheet for class and extension for higher-achieving children.** Files included: Rivers of the United Kingdom: Single Lesson for Year 1/2 Lesson Plan in a PDF File. Rivers of the United Kingdom: Single Lesson for Year 1/2 Lesson PowerPoint.